High performing schools and systems - what makes the difference?
We bring together some key resources, research and commentary.
How the World's Best-Performing School Systems Come Out on Top. This 2007 report from McKinsey's and Company shows that changing what happens in the hearts and minds of millions of children-the main charge of any school system-is no simple task. That some do so successfully while others do not is indisputable. So why is it that some school systems consistently perform and improve faster than others?
To find out why some schools succeed where others do not, McKinsey studied 25 of the world's school systems, including 10 of the top performers. The experience of these top school systems suggest that three things matter most:
- Getting the right people to become teachers;
- Developing them into effective instructors; and
- Ensuring the system is available to deliver the best possible instruction for every child.
IASB Research Shows School Boards Make a Difference in Student Achievement School boards in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts. And, this difference appears to carry through among administrators and teachers throughout the districts, according to results of a research study released in September 2000 by the Iowa Association of School Boards (IASB).
From time to time NZSTA presents to conferences and forums on matters relating to the role of the board as employer. These will be published here for general circulation as appropriate.
Each year a Regulation (known as the Staffing Order) is promulgated for the employment of teachers in state and integrated schools. These determine the resource allocation provided for by the state.
These provide details formula and restrictions for primary, composite and high schools.